The Learning Tree Preschool

What is it like to attend this early years setting?

Children are happy in this warm and welcoming setting, because staff know children well. Babies show how secure they feel as they reach out to their carers on arrival and confidently explore the environment. Staff promote children's communication and language skills effectively. When working with babies, staff use lots of simple language and describing words as they play. As children get older, staff introduce new words to help extend their vocabulary. For example, during discussions and general play, staff use words, such as 'shade, hydrate' and 'shadow', to help children learn these in the right context. Staff encourage children to be independent. A drinks station has been carefully set up in the baby room as staff introduce toddlers to the concept of pouring their own drinks in preparation for when they move up to the older children's room. Older children learn to freely access and pour their own drinks independently when thirsty. All children make good progress in their development, due to the positive interactions of staff.

Leaders and managers are reflective and demonstrate commitment and enthusiasm for their role. They continually evaluate the learning environment, updating areas and resources regularly to ensure they reflect children's interests and abilities. This supports children's active engagement as they are supported to learn through play. Staff feel well supported and encouraged in their roles.

What does the early years setting do well and what does it need to do better?

• Leaders and managers evaluate and reflect on practice often. They make adaptions to the environment to meet children's needs. Children can now access a new movement room with climbing apparatus. This enables them to develop their physical skills in a smaller area. Children also explore the new, enclosed sand pit where they sing songs as they scoop, fill and pour.
• Parents are happy and confident in the setting. They are involved in their children's learning and supported by the staff team. The key-person role is effective and there is a supportive settling-in process, including home visits from nursery staff. Staff use effective communications and the online nursery app to keep parents updated. Parents feel that they can reach out to the staff for support.
• Staff track and assess children's development regularly. They quickly identify any gaps in learning before planning ways to build on these areas. Children with special educational needs and/or disabilities are supported well. Disadvantaged children are supported with well-thought-out strategies and use of their specific funding.
• Children's behaviour is good. Staff support children to learn how to wait for their turn. For example, children help themselves to sand-timers and explain to their peers it will be their turn when the sand runs out. This encourages children to share resources and use manners. Children are encouraged to follow the routines of the setting as staff give them a prior warning before it is time to tidy up. Children then actively engage as they race around to pack away all resources.
• Staff use their thorough knowledge of what children like and can do to help support and extend their learning during child-initiated play. Children are engaged and engrossed in their chosen learning opportunities, supported by caring staff. However, planned large-group times do not always take into account the developmental abilities of all children. This results in some children's interest and focus not being fully maintained.
• Staff use Makaton to support children's early communication and language skills. They sing songs and model language during children's play. Children who speak English as an additional language feel valued and respected. This is because staff use words in children's first language to help them understand the routines of the day.
• Children are supported and encouraged to learn to look after themselves. Children of all ages are able to access healthy snacks throughout the day. Staff sing songs about tooth brushing and handwashing. Children are encouraged to learn to wash their hands before eating. Staff use the 'Pantosaurus' story to help children understand that their body belongs to them. Staff talk to children about privacy and encourage them to keep themselves safe.
• Leaders and managers promote critical thinking and problem solving. They use phrases such as 'the water is all gone, how can we get some more water?', when children fill the water tray. However, staff do not consistently encourage children to think about and find their own solutions.
• Children have opportunities to learn about the world around them. They plant seeds and take care of vegetables in the garden. Staff use the covered pond area to help children to learn about tadpoles and life cycles.

What the setting must and should do next

The provider should:

• consider how group times are planned to ensure they consistently take account of all children's developmental abilities
• support staff to consistently demonstrate high-quality interactions, which encourage children's critical thinking.